Less than half of Alabama public school students in grades 3-8 scored proficient on grade level tests of reading and math in 2018, according to the test data released early this year by the Alabama State Department of Education.
Considering all results across the grades, 48 percent of students were proficient in math and 46 percent were proficient in reading. Only in 3rd-grade math did a majority of students, 57.6 percent, test above the benchmark for proficiency.
The overall proficiency rate for science, which is tested in the fifth and seventh grade, was much lower, at 38 percent. While selected local systems exceed expectations in science, the lower statewide average is a concern given science’s role in developing the future workforce.
New State Assessments
2018 was an important transition year from ACT Aspire, which has been the primary tool for measuring academic progress in Alabama public schools since the 2013-2014 school year. Back in 2014 ACT Aspire replaced the Alabama Reading and Math Test (ARMT) to provide a better measure of students’ grade-level proficiency on a path to college readiness. While Aspire was applauded for being a more “honest” assessment of student performance and for its functional tie to the commonly used ACT college readiness test, Aspire also generated criticism for technical difficulties in test administration and results that were not consistently delivered in a timely manner.
Before diving more deeply into the 2017-18 Scantron results, let’s quickly step back and see how proficiency rates across these tests compare.
Scantron scores are from 2018, ACT Aspire from 2017, ARMT from 2013, and the NAEP trendline from 2013 through 2017. Though Scantron and Aspire are different tests, this chart shows that proficiency levels are somewhat comparable, especially when compared to ARMT and NAEP. The percent proficient in NAEP is lower than found in all Alabama state tests. Given the respect accorded to NAEP as a national baseline, the extremely high proficiency rates from ARMT showed signs of a watered down test, which failed to serve as a respectable measure of authentic proficiency and progress in building college and work readiness. Results from ACT Aspire proved to be more comparable to NAEP, as do the proficiency levels from Scantron in 2018. When the new set of tests are launched in 2019, the results will establish a new baseline from which future improvement and growth can be measured.
Scantron Results for 2018
Comparing Subjects. Among the three subjects assessed, math generated the highest
Comparing Grade Levels. On Scantron, proficiency levels are generally higher in the lower grades. The highest single average is for 3rd-grade math at 58 percent proficient. The average across all grades for math, not counting the 3rd grade, is 45 percent. The average for reading, not counting 3rd grade, is now slightly higher than math at 46 percent. During the early grades, math and reading concern basic skills, but in the higher grades, math becomes more complex and introduces algebra. Reading instruction also becomes more demanding as students move from learning to read to reading for understanding.
The higher growth in reading from grade to grade is only marginal but might suggest that either students are more effectively learning the basics in reading as a foundation for later grades, or it may mean the material in math becomes a harder to master. By the time Alabama’s students reach high school, their college ACT scores in reading are higher than in math, and proficiency scores on the state Aspire test for 10th graders significantly drop, as low as 19 percent proficient in 2016-17.
The percent of students proficient in science drops from 40 percent of 5th graders to 36 percent of 7th graders. The low scores in science are worthy of concern. In addition to important content, science relates to problem-solving skills, reasoning, curiosity, critical thinking, good measurement skills, and applied
Comparing Systems and Schools – How Did Your School Do? The tabs above list the percent proficient in each subject for all local systems and schools. Click on any one of those tabs and look up schools or local systems most important to you and see how they compare to other systems.
Clustering occurs where systems and schools perform similarly in all three subjects, especially among the wealthiest systems and poorest systems, but you can also find variation. For example, Sheffield City System is below the state average in science, with only 28 percent of its students demonstrating proficiency, and below in reading, with 39 percent proficient, but right at the state average in math, with 48 percent proficient. It would be useful to learn what is causing these differences and why some systems and schools are stronger in some subjects than others. Note that the vertical line shown in these charts represents the state average, providing a quick way to see how each system or school compares to the state as a whole.
In Alabama and across the country, differences in proficiency rates among various subgroups of students remains a concern.
- Similar to Aspire, the percentage of students who are economically disadvantaged scoring proficient is about 25 percentage points lower than the percentage of
non– economically disadvantaged students scoring proficient. This wide gap is the same across all three subjects,and holds up nationally as well.
- At the same time, when comparing all subgroups, students who are African-American, English Learners, and in special education all perform at a lower level than do economically disadvantaged students as a group. Latinos, except those who are English learners, consistently attain higher levels of proficiency than African Americans. Among all the sub-groups English Learners appear to be struggling the most. They are ranked low in all subjects, especially science and reading – where they fall below all racial groups, economically disadvantaged students, and students in special education.
- Wide gaps continue to exist between African-American students and both Asian and White students, and between Latino students and both Asian and White students. Differences in parental education level and income are factors that help explain these gaps, and differences in the quality of schools can also make a difference. Asian students are the highest performing racial group in math, reading, and science. Both African-American and Latino students score their best in math.
- Female students in the state performed higher than males in math and significantly higher in reading, while male students scored slightly higher in science.
- Finally, military students are among the higher performing groups in the state, though PARCA research has found gaps among racial groups within the military.
Students growing up economically disadvantaged are less likely to be read to in the early years, are exposed to fewer words, and are more likely to be exposed to health problems that can affect their capacity to learn in school and perform on tests. The education level and income of a student’s parents becomes a significant predictor of performance on standardized tests such as Scantron.
But some schools are better equipped to help all students learn, and some do better with less.
The scatterplot charts found in this section show the general correlation between proficiency levels and poverty levels. A school system’s proficiency rate determines its vertical position on the chart — the higher on the chart, the higher the proficiency rate. A system’s percent of economically disadvantaged students, measured by the percentage of students qualifying for free meals under the National School Lunch Program, determines the system’s position on the horizontal axis. Systems with a higher percentage of economically disadvantaged students will to the left of the chart and those with a lower percentage will be to t
Exceeding Expectations or Falling Short. The line displayed in the scatterplot is the average proficiency level for a given level of poverty. Those systems and schools above the line are exceeding expectations given their percent of economically disadvantaged students, and those below the line are falling short of expectations. These charts show that systems with similar poverty levels often show very different proficiency levels. In other words, school systems can and do exceed expectations through effective teaching, student support, and school organization and culture.
As an example, consider the chart on Scantron math performance and percent poverty. Saraland is exceeding expectations with 75 percent of their students scoring math proficient while 37 percent are economically disadvantaged. In contrast, in Pike Road only 16 percent of students are
As Alabama rolls out its next suite of assessments it will be important to establish a baseline and provide feedback on the validity, reliability